Integration to increase relevance and knowledge retention. Short videos viewed in advance paired with engaging interactive in-class sessions. 32 Hours Publicly available now to any school or learner. VARYING CORE CURRICULA Modular Flexible Exportable Curriculum Integration of Basic Science & Clinical Application 180 videos Flipped Classroom Approach Complete shared core pre-clinical curriculum is defined through collaboration. Students engage with basic science material when linked to clinical relevance. Collaborative partnerships with international institutions are established. The Robert Wood Johnson Foundation (RWJF) project is a cross institutional collaboration on core content. The flipped classroom approach engages learners. Basic science and clinical application are integrated. Core curriculum varies by medical school. Pedagogical approach is outdated. Basic science instruction is poorly integrated with clinical application. The Problem The Possibilities OUTDATED PEDAGOGICAL APPROACH HIV MODULE 23 HIV MODULE 23 HIV MODULE 23 INTRODUCTORY MODULE 6 INTRODUCTORY MODULE 6 INTRODUCTORY MODULE 6 HIV MODULE 23 INTRODUCTORY MODULE 6 INTRODUCTORY MODULE 6 INTRODUCTORY MODULE 6 MENENGITUS MPDULE PLAY HEPATITUS B MENENGITUS MPDULE HAV MODULE 18 INTRODUCTORY MODULE 6 INTRODUCTORY MODULE 6 INTRODUCTORY MODULE 6 MENENGITUS MPDULE MODULE 18 1. Infection, Immunity, & Inflammation (I3) at UCSF covers microbiology, immunology, and infectious disease as well as public and international health issues. UCSF implemented 6 of 29 RWJF microbiology modules, whereas other schools implemented the full 29 modules. 2. Body and Disease (B&D) course at Duke includes Microbiology as an integrated component within the course, and 33% of this course is RWJF material. 3. University of Washington is currently undergoing comprehensive curricular reform, and thus, pre-RWJF data is not available. STANFORD UW RWJF PRE-RWJF DUKE UCSF 1 2 3 4 5 Average Ratings of Courses Average Ratings of Courses 3 2 1 HIV MODULE 23 INTRODUCTORY MODULE 6 1. Students at UW took the exam in their first quarter of medical school. Students took the exam during their second year at other schools. 2. Duke's exam included only 32 of the 60 items used at all other schools. National Step 1 Average represents scores of past USMLE test takers who encountered the same exact assessment items in a formal USMLE Step 1 testing environment. Individual schools scores represent results of the same assessment items taken in a course exam setting. STANFORD UW DUKE USCF 0% 25% 50% 75% 100% USMLE Exam Score Results STEP 1 USMLE Exam Score Results NATIONAL AVERAGE 2 1 The Creation of a Collaborative Microbiology and Infectious Disease Medical Student Course with Blended Learning The Approach Sharon F. Chen, MD, MS Brian Schwartz, MD Manuel Amieva, MD, PhD Peter Chin-Hong, MD Bryn Boslett, MD Andrew Alspaugh, MD Andrew Nevins, MD Paul Pottinger, MD John B. Lynch, MD, MPH Maya Adam, MD J. Matthew Velkey, PhD Jennifer Deitz, MA Heeju Jang, PhD Pauline Becker, MA Aarti Porwal, MHSA Charles Prober, MD Poster Design by: Lauren Watley William Bottini

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Page 1: The Creation of a Collaborative Microbiology and

Integration to increase relevance and knowledge retention.

Short videos viewed in advance paired with engaging interactive in-class sessions.

32 Hours

Publicly available now to any school or learner.

VARYING CORE CURRICULAModular Flexible

Exportable Curriculum

Integration of Basic Science & Clinical Application

180 videos

Flipped Classroom Approach

Complete shared core pre-clinical curriculum is defined through collaboration. Students engage with basic science material when linked to clinical relevance. Collaborative partnerships with international institutions are established.

The Robert Wood Johnson Foundation (RWJF) project is a cross institutional collaboration on core content. The flipped classroom approach engages learners. Basic science and clinical application are integrated.

Core curriculum varies by medical school. Pedagogical approach is outdated. Basic science instruction is poorly integrated with clinical application.

The Problem The Possibilities

OUTDATED PEDAGOGICAL APPROACH

HIV MODULE 23HIV MODULE 23HIV MODULE 23

INTRODUCTORY MODULE 6INTRODUCTORY MODULE 6INTRODUCTORY MODULE 6HIV MODULE 23

INTRODUCTORY MODULE 6

INTRODUCTORY MODULE 6INTRODUCTORY MODULE 6MENENGITUS MPDULE

PLAY HEPATITUS B

MENENGITUS MPDULEHAV MODULE 18

INTRODUCTORY MODULE 6INTRODUCTORY MODULE 6INTRODUCTORY MODULE 6MENENGITUS MPDULE

MODULE 18

1. Infection, Immunity, & Inflammation (I3) at UCSF covers microbiology, immunology, and infectious disease as wellas public and international health issues. UCSF implemented 6 of 29 RWJF microbiology modules, whereas otherschools implemented the full 29 modules.

2. Body and Disease (B&D) course at Duke includes Microbiology as an integrated component within the course, and33% of this course is RWJF material.

3. University of Washington is currently undergoing comprehensive curricular reform, and thus, pre-RWJF data is notavailable.

STANFORDUW

RWJF

PRE-RWJFDUKE UCSF

Average Ratings of Courses

3 2 1

HIV MODULE 23INTRODUCTORY MODULE 6

1. Students at UW took the exam in their first quarter of medical school. Students took the exam duringtheir second year at other schools.

2. Duke's exam included only 32 of the 60 items used at all other schools.National Step 1 Average represents scores of past USMLE test takers who encountered the same exactassessment items in a formal USMLE Step 1 testing environment. Individual schools scores represent resultsof the same assessment items taken in a course exam setting.

STANFORDUW DUKEUSCF0%

25%

50%

75%

100%

USMLE Exam Score Results

STEP 1

USMLE Exam Score Results

NATIONAL AVERAGE

The Creation of a Collaborative Microbiology and Infectious Disease Medical Student Course with Blended Learning

The Approach

Sharon F. Chen, MD, MSBrian Schwartz, MD